# data[].attributes.body
International Journal of Physical Education

# data[].attributes.headline
The effects of music in enhancing the elementary physical education environment 

# data[].attributes.subject
The effects of music in enhancing the elementary physical education environment 

# data[].attributes.body
Barney, D., Pleban, F. T., & Gishe, J. (2016). The effects of music in enhancing the elementary physical education environment. International Journal of Physical Education, 53(4), 23–32.

Post-positivist

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Newly arrived migrant youths in Sweden: Attitudinal, normative and regulative determinants of the intention to participate in organized sports

# data[].attributes.subject
Newly arrived migrant youths in Sweden: Attitudinal, normative and regulative determinants of the intention to participate in organized sports

# data[].attributes.body
Kougioumtzis, K., & Wagnsson, S. (2020). Newly arrived migrant youths in Sweden: Attitudinal, normative and regulative determinants of the intention to participate in organized sports. International Journal of Physical Education, 57(1), 27–40.

Positivist

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Body and performance in (inclusive) PE settings - An examination of teacher attitudes 

# data[].attributes.subject
Body and performance in (inclusive) PE settings - An examination of teacher attitudes 

# data[].attributes.body
Ruin, S., & Meier, S. (2017). Body and performance in (inclusive) PE settings - An examination of teacher attitudes. International Journal of Physical Education, 54(3), 11–23.

Post-positivist

# data[].attributes.headline
Equity in health and physical education programs: An Ontario perspective 

# data[].attributes.subject
Equity in health and physical education programs: An Ontario perspective 

# data[].attributes.body
Ryan, T. G. (2018). Equity in health and physical education programs: An Ontario perspective. International Journal of Physical Education, 55(2), 38–46.

Interpretivist

# data[].attributes.headline
The reciprocal and self-check teaching styles in physical education: Effects in basketball skills’ performance, enjoyment, and behavioural regulations.	

# data[].attributes.subject
The reciprocal and self-check teaching styles in physical education: Effects in basketball skills’ performance, enjoyment, and behavioural regulations.	

# data[].attributes.body
Digelidis, N., Byra, M., Mizios, D., Syrmpas, S. I., & Papaioannou, A. (2018). The reciprocal and self-check teaching styles in physical education: Effects in basketball skills’ performance, enjoyment, and behavioural regulations. International Journal of Physical Education, 55(4), 13–23.

Post-positivist

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Teaching preservice teachers the Teaching Games for Understanding approach: A proposed PETE program.	

# data[].attributes.subject
Teaching preservice teachers the Teaching Games for Understanding approach: A proposed PETE program.	

# data[].attributes.body
Chatoupis, C. (2017). Teaching preservice teachers the Teaching Games for Understanding approach: A proposed PETE program. International Journal of Physical Education, 54(3), 33–39.

Interpretivist

# data[].attributes.headline
Combating gender bias, a mediating factor on teacher value orientation, using activity theory 

# data[].attributes.subject
Combating gender bias, a mediating factor on teacher value orientation, using activity theory 

# data[].attributes.body
Bernstein, E. R., Phillips, S. R., & Mercier, K. (2017). Combating gender bias, a mediating factor on teacher value orientation, using activity theory. International Journal of Physical Education, 54(4), 11–21.

Realist/critical

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Physical activity and enjoyment during dance-focused physical education classes in middle school girls

# data[].attributes.subject
Physical activity and enjoyment during dance-focused physical education classes in middle school girls

# data[].attributes.body
Ambegaonkar, J. P., Pierce, C., Cortes, N., Marttinen, R., & Caswell, S. (2018). Physical activity and enjoyment during dance-focused physical education classes in middle school girls. International Journal of Physical Education, 55(4), 23–34.

Positivist

# data[].attributes.headline
The effect of using video modeling to improve motor skills in preschoolers with autism 

# data[].attributes.subject
The effect of using video modeling to improve motor skills in preschoolers with autism 

# data[].attributes.body
Hadadi, A., Lirgg, C. D., Gorman, D. R., & Schaefer-Whitby, P. (2020). The effect of using video modeling to improve motor skills in preschoolers with autism. International Journal of Physical Education, 57(2), 33–43.

Positivist

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Black student achievement, engagement and inclusion in physical education 

# data[].attributes.subject
Black student achievement, engagement and inclusion in physical education 

# data[].attributes.body
Ryan, T. G., & Sinay, E. (2019). Black student achievement, engagement and inclusion in physical education. International Journal of Physical Education, 56(2), 20–29.

Interpretivist

# data[].attributes.headline
Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions

# data[].attributes.subject
Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions

# data[].attributes.body
Orly Lipka, Alona Forkosh Baruch & Yael Meer (2019) Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions, International Journal of Inclusive Education, 23:2, 142-157, DOI: 10.1080/13603116.2018.1427151

Interpretivist

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ABSTRACT
While post-secondary school students with learning difficulties confront many challenges, there is little research on methods of support. In the current study, the 'adapted course' model was qualitatively examined from the perspective of both students and instructors. The main goal was to explore how students and instructors perceived the instruction in adapted courses. Five pre-service students with learning disabilities (LD) and/or attention-deficit hyperactivity disorder and three instructors were interviewed. Responses were analysed using subjective analysis, with central content categories identified based on student and instructor statements. Six main themes emerged: (1) small class size; (2) emotional support; (3) adjusted teaching methods; (4) independent practice exercises; (5) instruction by modelling; and (6) instructor characteristics. The current study can inform pedagogical principles on which a support model for post-secondary students with LD can be based. It provides analyses of the effectiveness of one support model and presents the perceptions of both faculty and students. Moreover, the study provides an opportunity to learn about potential components of effective teaching-learning, not only in the specific context of adapted courses, but in any supportive learning situation (e.g. tutoring) or course.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Levinskey College, Israel.

Notes on contributors

Orly Lipka, PhD, is a lecturer at the department of Learning Disabilities, University of Haifa Israel and a member at the Edmond J. Safra Brain Research Center for the study of learning disabilities. She holds a Ph.D. from The University of British Columbia, Vancouver Canada. Her research interests include literacy interventions, learning disabilities, diverse learners, teacher training, students at risk at the post-secondary educations and models of support at the post-secondary education.

Alona Forkosh-Baruch, PhD, is senior faculty at Levinsky College of Education and a researcher at Tel Aviv University School of Education. Her research focuses on the intersection between the information era and education, including social media in education, ICT in K12 and higher education (including teacher education), innovative pedagogical practices using technology, and educational transformations in the information era focusing also on inclusion of students with special needs.

# data[].attributes.attachment_link.title
Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions

# data[].attributes.attachment_link.description
ABSTRACT While post-secondary school students with learning difficulties confront many challenges, there is little research on methods of support. In the current study, the 'adapted course' model was qualitatively examined from the perspective of both students and instructors. The main goal was to explore how students and instructors perceived the instruction in adapted courses.

# data[].attributes.headline
Positioning young refugees in Australia: media discourse and social exclusion

# data[].attributes.subject
Positioning young refugees in Australia: media discourse and social exclusion

# data[].attributes.body
Fiona MacDonald (2017) Positioning young refugees in Australia: media discourse and social exclusion, International Journal of Inclusive Education, 21:11, 1182-1195, DOI: 10.1080/13603116.2017.1350324

Interpretivist

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ABSTRACT
The aim of this article was to examine how media attention affects the social exclusion of young refugees negotiating their way towards settlement in Australia. Emerging stereotypes and prejudices against young male refugees require new ways of understanding the impact of global, national and local issues on their social exclusion. The article brings together the impact of (a) the global politicisation and backlash against refugees, (b) Australians negative perception of refugees and (c) the increased reporting of young African-Australian and Pasifika-Australians as the perpetrators of youth violence. The article recognises the overlapping dimensions of social exclusion for young refugees and considers their 'spatial', 'relational' and 'socio-political' exclusion. The examination of media reporting of a landmark legal case of discrimination and racial profiling reveals a discourse of media attention that has perpetuated the social exclusion of a group of young African-Australian refugees living on a Melbourne public housing estate. The sensationalist and prejudicial media connection of the landmark legal case, youth violence and young African-Australians living on the Flemington Estate demonstrates the challenges young male refugees face in negotiating their settlement in Australia. This article makes a contribution to understanding the multi-dimensional nature of youth exclusion in contemporary times.

Acknowledgements

I thank Associate Professor Julie White for challenging my thinking for this article. Her support and advice has been invaluable.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Fiona MacDonald is a Research Fellow at The Victoria Institute for Education, Diversity and Lifelong Learning, Victoria University, Melbourne Victoria. Her research interests include the sociology of education, inclusive education, alternative education pathways, middle childhood and girlhood. She is the author of Childhood and Tween Girl Culture: Family, media and locality.

# data[].attributes.attachment_link.title
Positioning young refugees in Australia: media discourse and social exclusion

# data[].attributes.attachment_link.description
ABSTRACT The aim of this article was to examine how media attention affects the social exclusion of young refugees negotiating their way towards settlement in Australia. Emerging stereotypes and prejudices against young male refugees require new ways of understanding the impact of global, national and local issues on their social exclusion.

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Gendered experiences of inclusive education for children with disabilities in West and East Africa

# data[].attributes.subject
Gendered experiences of inclusive education for children with disabilities in West and East Africa

# data[].attributes.body
Neva Hui, Emily Vickery, Janet Njelesani & Debra Cameron (2018) Gendered experiences of inclusive education for children with disabilities in West and East Africa, International Journal of Inclusive Education, 22:5, 457-474, DOI: 10.1080/13603116.2017.1370740

Interpretivist

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ABSTRACT
Background. Education is a fundamental human right, yet many children with disabilities in low- and middle-income countries remain deprived of educational opportunities. The movement towards quality inclusive education (IE) aims to support all children at school. Although gender and disability are key factors influencing IE, limited research explores their combined influence. Purpose. This study explored the gendered experiences of IE for children with disabilities in West and East Africa. Methods. A qualitative interpretive secondary analysis was conducted on studies from Guinea, Sierra Leone, Togo, Niger, Zambia, and Malawi. Interviews with children, community members, and policy stakeholders were thematically analysed to explore intersections among gender, disability, and education. Findings. Boys and girls with disabilities experienced similar cases of social exclusion at school. However, girls with disabilities were further hindered by societal biases against their educational potential and by sexual abuse. While boys with disabilities were stereotyped as more capable, their experiences of emotional and physical violence were often overlooked. Implications. To achieve quality IE for all, strategies should aim to foster inclusive and safe school environments for all children, empower girls with disabilities to pursue education, and challenge gendered societal attitudes that hinder educational opportunities.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Neva Hui is a graduate of the Master of Science in Occupational Therapy programme at the University of Toronto, with an Honours Bachelor of Arts in Global Development and Psychology from Queen's University. Neva is an occupational therapist working in the mental health sector providing care to individuals with dual diagnoses. Her clinical and research interests include international development, social justice, mental health, and paediatric health.

Emily Vickery is a graduate of the Master of Occupational Therapy programme at the University of Toronto. Prior, she completed an Honours Bachelor of Science in Kinesiology degree at McMaster University. Emily has recently pursued a clinical career as an occupational therapist in adult community care. She looks forward to expanding her clinical and research involvements in the future.

Janet Njelesani is an Assistant Professor in the Department of Occupational Therapy at NYU. Dr Njelesani is an occupational therapist with a PhD in Rehabilitation Science and Global Health from the University of Toronto. Her body of research aims to enhance equity for children with disabilities in low- and middle-income countries. She is particularly interested in research on child protection violations against children with disabilities attending school using critical qualitative methodologies.

Debra Cameron is an Assistant Professor and International Fieldwork Coordinator in the Department of Occupational Science and Occupational Therapy at the University of Toronto. She is also an executive member and Education Lead in the International Centre of Disability and Rehabilitation which focuses on research and education in under resourced countries in several parts of the world. Her research interests include diversity, inclusion, and preparing students to work in a global world.

# data[].attributes.attachment_link.title
Gendered experiences of inclusive education for children with disabilities in West and East Africa

# data[].attributes.attachment_link.description
ABSTRACT Background. Education is a fundamental human right, yet many children with disabilities in low- and middle-income countries remain deprived of educational opportunities. The movement towards quality inclusive education (IE) aims to support all children at school. Although gender and disability are key factors influencing IE, limited research explores their combined influence.

# data[].attributes.headline
On the necessary co-existence of special and inclusive education

# data[].attributes.subject
On the necessary co-existence of special and inclusive education

# data[].attributes.body
Lani Florian (2019) On the necessary co-existence of special and inclusive education, International Journal of Inclusive Education, 23:7-8, 691-704, DOI: 10.1080/13603116.2019.1622801

Realist

# data[].attributes.headline
Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school

# data[].attributes.subject
Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school

# data[].attributes.body
Laura Scholes, Joanne Lunn Brownlee, Susan Walker & Eva Johansson (2017) Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school, International Journal of Inclusive Education, 21:10, 991-1010, DOI: 10.1080/13603116.2017.1325075

Interpretivist

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While there is growing understanding about children's moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children's decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female = 85, male = 87), between the ages of six and seven and 155 children (female = 78, male = 79) who were interviewed again in Year 2. The children's responses to scenarios regarding inclusion or exclusion of an aggressive child (who is bossy and pushes others around) in their play at school demonstrated that they were more likely to include an aggressive child in their play in Year 2 than in Year 1 of elementary school. They were also more likely in Year 2 to provide justifications that demonstrated a deeper understanding of the reasons for children's aggressive behaviour at school. These data suggest that children's school experiences may contribute to their ability to access multiple perspectives when reasoning about inclusion of others. Findings suggest the need to consider more closely how contextual experiences influence young children's moral reasoning.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Australian Research Council 2013-2015 [DP130102136].

Notes on contributors

Laura Scholes is an Australian Research Council Research Fellow in the School of Early Childhood and Inclusive Education, Faculty of Education at QUT. Her research interests include the development of children's moral reasoning, boys and education, early childhood development and inclusive education. She is currently lead investigator on an ARC Discovery Early Career Research Award Project.

Jo Lunn Brownlee is Professor in the School of Early Childhood and Inclusive Education, Faculty of Education at QUT. Over the last decade, she has researched extensively in the field of personal epistemology (beliefs we hold about knowledge and knowing) in teaching and teacher education, with a particular focus on early years teacher education. She has been lead chief investigator on three Australian Research Council Discovery grants since 2006 which collectively investigated how early years professionals' beliefs about knowledge and knowing influence their interactions with young children.

Susan Walker is a Professor in the School of Early Childhood and Inclusive Education, Faculty of Education at QUT and a key researcher in the Cooperative Research Centre (CRC) for Living with Autism Spectrum Disorder. Her research interests include epistemic beliefs and teachers' practice; early childhood social development; child outcomes in relation to inclusive early childhood education programmes; early intervention and the transition to school.

Eva Johansson is Professor of Education, at the Department of Early Childhood Education, University of Stavanger, Norway. She is an experienced researcher in the field of early childhood education with an extensive research and publication profile in the area of values education, issues of democracy and children's morality.

# data[].attributes.attachment_link.title
Changes in children's reasoning about the social inclusion of aggressive children over the early years of elementary school

# data[].attributes.attachment_link.description
While there is growing understanding about children's moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings.

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The relations of a school’s capacity for institutional diversity to student achievement in socio-economically, ethnically, and linguistically diverse schools

# data[].attributes.subject
The relations of a school’s capacity for institutional diversity to student achievement in socio-economically, ethnically, and linguistically diverse schools

# data[].attributes.body
Sookweon Min & Peter T. Goff (2016) The relations of a school’s capacity for institutional diversity to student achievement in socio-economically, ethnically, and linguistically diverse schools, International Journal of Inclusive Education, 20:12, 1310-1325, DOI: 10.1080/13603116.2016.1168876

Positivist

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ABSTRACT
This study examines how a school's capacity for institutional diversity relates to student achievement in socio-economically, ethnically, and linguistically diverse schools. It also investigates whether various student groups benefit differently from a school's level of student diversity and its institutional capacity for diversity. Using data from the High School Longitudinal Study of 2009 (HSLS:09), the study uses two-level hierarchical linear models to explore the relationships between multiple types of school diversity and student achievement and to examine the role played by an institution's capacity for diversity. Our findings confirm that different types of school diversity have different associations with the academic achievement of students from varied family and language backgrounds. We also find that a school's capacity for diversity is a significant predictor of the academic success of students, particularly for students from lower income families and those who use a home language other than English.

Notes on contributors

Sookweon Min is a Ph.D. Candidate at the University of Wisconsin-Madison, Educational Leadership and Policy Analysis. Her research interests include the demographic shifts of K-12 schools, school leadership in culturally diverse schools, and schools' organizational capacities for student diversity.

Peter T. Goff 's interests in education focus on data use and decision making, particularly with respect to the strategic management of human resources. Dr. Goff's most recent publications highlight the role of feedback and coaching on leadership development. His current research projects examine teacher assignment practices, the impact of within school teacher mobility on instructional growth, and gender bias in the leadership labor market. A former acrobat and chemistry teacher, he is currently an assistant professor of educational leadership and policy analysis at the University of Wisconsin-Madison.

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The relations of a school's capacity for institutional diversity to student achievement in socio-economically, ethnically, and linguistically diverse schools

# data[].attributes.attachment_link.description
ABSTRACT This study examines how a school's capacity for institutional diversity relates to student achievement in socio-economically, ethnically, and linguistically diverse schools. It also investigates whether various student groups benefit differently from a school's level of student diversity and its institutional capacity for diversity.

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Inclusion and social exclusion issues in university education in prison: considerations based on the Italian and Spanish experiences

# data[].attributes.subject
Inclusion and social exclusion issues in university education in prison: considerations based on the Italian and Spanish experiences

# data[].attributes.body
Gerardo Pastore (2018) Inclusion and social exclusion issues in university education in prison: considerations based on the Italian and Spanish experiences, International Journal of Inclusive Education, 22:12, 1272-1287, DOI: 10.1080/13603116.2018.1426050

Interpretivist/Realist

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Inclusion of students with emotional and behavioural disorders in general education settings: a scoping review of research in the US

# data[].attributes.subject
Inclusion of students with emotional and behavioural disorders in general education settings: a scoping review of research in the US

# data[].attributes.body
Judith R. Harrison, Denise A. Soares & Jeanette Joyce (2019) Inclusion of students with emotional and behavioural disorders in general education settings: a scoping review of research in the US, International Journal of Inclusive Education, 23:12, 1209-1231, DOI: 10.1080/13603116.2018.1444107

Interpretivist

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ABSTRACT
Inclusion of students with disabilities in general education settings has been an international focus for over two decades. In the US, federal laws [e.g. Individuals with Disabilities Education Improvement Act (IDEIA). 2004. H.R. 1350, 108th Congress] mandate access to the general education curriculum for all students, including those with disabilities. These mandates codify a philosophical orientation of least restrictive environment, within a free appropriate public education, while explicitly requiring evidence-based practices. The policies support and protect inclusive practices for individuals with emotional and behavioural disabilities, yet the state of the empirical literature is unknown. A review is needed to provide an overview of the research and reveal the breadth of the literature. To this end, scoping review methodology was used to map the state of the literature. This particular approach is recommended for topics with myriad and complex definitions and issues, as is the case with inclusive education. Results map six themes (professional and student experience, strategy effectiveness, policy and programmes, perception of influencing factors, teacher training, teacher knowledge) and reveal several gaps in the literature. Recommendations are made for systematic review, meta-analyses, and individual studies to address the gaps in the literature.

Acknowledgements

The authors would like to thank Randy Harrison for his technical assistance with the concept maps.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Judith R. Harrison, Ph.D., is an assistant professor in the Department of Educational Psychology/Special Education Programs at Rutgers University. Dr. Harrison's research interests include the acceptability, feasibility, and sustainability of classroom-based services for students with emotional and behavioral disorders including Attention Deficit Hyperactivity Disorder. Specifically, she is interested in exploring strategies to teach students skills to increase independent functioning and increase student willingness to learn and utilize those strategies.

Denise A. Soares, Ph.D., is an Associate Professor of Special Education, Assistant Chair of Teacher Education, and Special Education Program Coordinator at the University of Mississippi. Her research focuses on applied and practical experiences in academic and behavior interventions for at-risk students, as well as examining the efficacy of those interventions in classroom settings where teachers have competing time demands.

Jeanette Joyce, Ph.D., is a researcher at Marzano Research. She has conducted research focused on investigating classroom artefacts (assignments, assessments, etc.) as evidence of classroom practice and teaching quality. In addition, Dr. Joyce developed a protocol that assesses alignment of classroom work with stated policy goals such as the Common Core State or Next Generation Science Standards in middle school math and science classrooms, in order to ensure that all students have access to quality assignments.

# data[].attributes.attachment_link.title
Inclusion of students with emotional and behavioural disorders in general education settings: a scoping review of research in the US

# data[].attributes.attachment_link.description
ABSTRACT Inclusion of students with disabilities in general education settings has been an international focus for over two decades. In the US, federal laws [e.g. Individuals with Disabilities Education Improvement Act (IDEIA). 2004. H.R. 1350, 108th Congress] mandate access to the general education curriculum for all students, including those with disabilities.

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Teacher confidence to implement the principles, guidelines, and checkpoints of universal design for learning

# data[].attributes.subject
Teacher confidence to implement the principles, guidelines, and checkpoints of universal design for learning

# data[].attributes.body
Matthew James Capp (2020) Teacher confidence to implement the principles, guidelines, and checkpoints of universal design for learning, International Journal of Inclusive Education, 24:7, 706-720, DOI: 10.1080/13603116.2018.1482014

Positivist

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Increasing teacher candidates’ mental health literacy and stress coping skills through an elective mental health and wellness course

# data[].attributes.subject
Increasing teacher candidates’ mental health literacy and stress coping skills through an elective mental health and wellness course

# data[].attributes.body
Vera Woloshyn & Michael Savage (2020) Increasing teacher candidates’ mental health literacy and stress coping skills through an elective mental health and wellness course, International Journal of Inclusive Education, 24:9, 921-935, DOI: 10.1080/13603116.2018.1497097

Interpretivist

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An upper-year elective undergraduate course on mental health and wellness is explored as a method of increasing concurrent teacher education students' mental health literacy and strategies for coping with stress. This paper describes the experiences of seven concurrent education undergraduate students in the semester-long mental health and wellness course. Data were collected from semi-structured interviews conducted at the end of the course with each participant. Participants identified sharing and personal reflection as critical elements of the course which helped them acquire a deeper understanding of mental health and wellness and strategies for coping with stressful situations. Participants also discussed their future roles in promoting and sustaining mental health and wellness in themselves, their students and their colleagues. The findings are discussed in terms of increasing teacher candidates' mental health literacy.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Vera Woloshyn , Ph.D. is a Professor in the Faculty of Education at Brock University. Her research interests include understanding and promoting mental health and wellness practices across educational settings.

Michael Savage , Ph.D., C. Psych is an Associate Professor in the Faculty of Education at Brock University. His research interests include understanding and promoting stress coping strategies for students, educators and educational administrators in order to create learning environments that promote mental wellness.

# data[].attributes.attachment_link.title
Increasing teacher candidates' mental health literacy and stress coping skills through an elective mental health and wellness course

# data[].attributes.attachment_link.description
An upper-year elective undergraduate course on mental health and wellness is explored as a method of increasing concurrent teacher education students' mental health literacy and strategies for coping with stress. This paper describes the experiences of seven concurrent education undergraduate students in the semester-long mental health and wellness course.

# data[].attributes.headline
International Journal of Inclusive Education

# data[].attributes.subject
International Journal of Inclusive Education

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International Journal of Inclusive Education, Volume 24, Issue 13 (2020)

# data[].attributes.attachment_link.title
International Journal of Inclusive Education

# data[].attributes.attachment_link.description
Frequency: Yearly ISSN: 1360-3116 eISSN: 1464-5173 https://www.tandfonline.com/doi/abs/10.1080/13603116.2018.1545876 ABSTRACT A critical aspect of inclusive policies and practices is the role that Teacher Assistants (TAs) are supposed to assume within mainstream classrooms. Despite the evidence, TAs are still linked to the most vulnerable children, especially those with severe afflictions.